Thinking in sex education: reading prohibition through the film Desire     

Jen Gilbert 《Sex education》2013,13(1):30-39

This paper argues that sex education must move beyond a focus on compliance so that we may risk the uncertain work of thinking. How might we understand the work of thinking in sex education if we begin from the assumptions that learning is conflicted, that sexuality resists being educated even as it inspires curiosity, and that the subject of sex education is herself divided and liable to act in her own worst interest? Drawing on theories of thinking in psychoanalysis, I consider this question through the status of prohibition in sex education and argue that prohibitions can function either as a way of shutting thinking down or as a tentative step towards thinking an intolerable thought. The documentary film Desire illustrates the potentially productive use of prohibitions and suggests some of the conditions necessary for developing the capacity for thoughtfulness in sex education.  相似文献   

Tensions in learning content and technology: the experience of education students in a web-based research project     

Ling Shi  Ken Reeder  Tammy Slater  Carolyn Kristjansson 《Technology, Pedagogy and Education》2013,22(1):43-60

Abstract

There has been little research on how a content-based teacher education course can embed effective training in the use of the World Wide Web to search for information and present learning outcomes. To address this gap, the present study documents the experience of 64 pre-service and inservice teachers who completed a web-based group project in an applied linguistics course. Participants expressed general appreciation of the experience but also felt tension between technology and content learning. The study raises questions about the role of technology in knowledge construction, teachers' beliefs regarding what constitutes learning in a content-based course, and how new technology can be used to enhance the learning of content knowledge.  相似文献   

Communication research on a broader age: An introduction to the special forum on funded research in communication     

Michael Slater 《Journal of Applied Communication Research》2013,41(4):315-320

This essay introduces the special forum on funded research in communication. It briefly discusses the relationship of funded research with theoretical and methodological development in the communication discipline and the impact of receiving grant support on the professional life of an academic and on collegiality, resources, and university recognition for a department of communication. It also addresses the potential impact of funded research for strengthening the role and visibility of the communication discipline in the social sciences, and for increasing the impact of communication scholarship on policy.  相似文献   

University students’ perceptions of a holistic care course through cooperative learning: implications for instructors and researchers     

Peter Jen Der Pan  Gloria Huey-Ming Pan  Ching-Yieh Lee  Shona Shih Hua Chang 《Asia Pacific Education Review》2010,11(2):199-209

The benefits of cooperative learning have been advocated in a wide range of educational contexts in higher education. There is, however, rare information on the contributions of holistic education courses on college students. Using grounded theory methods, this preliminary study was to explore participants’ perceptions of a holistic care course through cooperative learning. The results indicated that five primary categories including learning environment construction, multiple learning processes, cognitive change, solitary learning and transfer, and personal growth emerged as prominent and consistent themes. Moreover, positive and negative feelings about the learning experience, a greater understanding of holistic knowledge, and an enlargement of the experiences of connecting to others were also found. Finally, a pattern of university students’ construction of holistic knowledge was developed, and several research questions were generated. Future implications for research and practice on the holistic curriculum and cooperative learning in higher education were also suggested.  相似文献   

Affect: a tool to support pedagogical change     

Jen Skattebol 《Discourse: Studies in the Cultural Politics of Education》2010,31(1):75-91

In the early childhood education field, the way children are conceptualised has substantially shifted in recent times. Child development theory has been unsettled as the single canon of early childhood practice. This has in turn challenged constructions of educators as keepers of a universal knowledge base, and as apolitical, non-interventionist facilitators of the natural unfolding development of individuals. While reconceptualising the early childhood knowledge base has oriented theorists and activists towards equity, unsettling educator subjectivities requires careful consideration in a feminised profession such as early childhood education. There is a need for greater discussion about how educators experience the uncertainties that accompany profound changes in teaching practice and identities and how educators can harness these uncertainties in ways that strengthen the profession. In this paper, I offer excerpts from teacher research that show how theories of affect support practitioners to engage productively the reflexivity needed to reconceptualise their roles as educators. I use affect theory to consider how the intra- and inter-personal dimensions of critically reflective practice can bolster the democratic and collectivist orientations in the teaching profession.  相似文献   

Constituting Common Subjects: Toward an Education Against Enclosure     

Graham B. Slater 《Educational Studies A Journal of the American Educational Studies Association》2014,50(6):537-553

Drawing upon socio-ecological and critical educational theory, this article examines neoliberal educational reforms through a theoretical framework of commons and enclosure. Neoliberal reforms should be regarded as enclosures because they seek to privatize education for profit accumulation, foreclosing the possibility of education operating as a commons, or a collective process of sustainable, democratic, and ethical social production. However, educational enclosures have subjective dimensions as well. Specifically, the author argues, there is a raced, classed, and gendered process of educational subjection operating through these enclosures. Although mainstream educational research calls for educational innovations in policy and practice, this article contends that the proliferation of ecological devastation and economization of curriculum and pedagogy requires that educational studies rethink educational collectivity and the possibilities of constituting common subjects who resist, refuse, or seek to dismantle neoliberal subjection and enclosure and instead produce social life in common with each other and with nonhumans and ecosystems.  相似文献   

Collaborative practitioner research: opening a third space for local knowledge production     

Jen Skattebol 《Asia Pacific Journal of Education》2014,34(3):351-365

Early childhood education and care is currently experiencing unprecedented policy interest and expansion. This policy and practice landscape requires new forms of adaptive leadership, new spaces for production of the knowledge necessary for this changing context, and tools that can support the development of leadership qualities. This paper examines the potential of practitioner research to produce contextually relevant knowledge and to develop leadership capacity. Our findings show that collaborative practitioner research groups provide a relatively safe environment for the sharing of dilemmas and critical reflections. The practitioners who participated in this research wanted access to narratives of change in typically resourced early childhood contexts as well as in the more highly resourced settings that are more often reflected in academic research and literature. This suggests there is a need for much more of this work to be publicly available. These groups can generate the courage required to open practice based research to public critique. This, we argue is an important element of activist leadership. Collaborative practitioner research opens up the possibility for practitioners to position themselves as knowledge producers and to revitalize the knowledge base that informs teacher education in the academy. In supporting this move, academics need to position themselves as resource gathers and co-learners thus opening a third space for knowledge production. The challenges for the profession are how to fund and effectively disseminate collaborative practitioner research and how to draw it into dialogue with other forms of research.  相似文献   

Telecommunication History     

Hans Queisser  James Chposky  Ted Leonsis  Douglas K. Smith  Robert C. Alexander  Robert Slater 《Communication Booknotes Quarterly》2013,44(5):68-69

THE CONQUEST OF THE MICROCHIP by Hans Queisser (Cambridge:Harvard University Press, 1988—$24.95, ISBN 0-674-16296-X)

BLUE MAGIC: THE PEOPLE, POWER AND POLITICS BEHIND THE IBM PERSONAL COMPUTER by James Chposky (CORRECT) and Ted Leonsis (New York: Facts on File, 1988—$19.95, ISBN 0-8160-1391-8)

FUMBLING THE FUTURE: HOW XEROX INVENTED, THEN IGNORED, THE FIRST PERSONAL COMPUTER by Douglas K. Smith and Robert C. Alexander (New York: Wm. Morrow, 1988—$18.95, ISBN 0-688-06959-2)

PORTRAITS IN SILICON by Robert Slater (Cambridge: MIT Press, 1987—$24.95, ISBN 0-262-19262-4)  相似文献   

Mapping Changes in Science Teachers’ Content Knowledge: Concept Maps and Authentic Professional Development     

Barbara?A.?GreeneEmail author  Ian?A.?Lubin  Janis?L.?Slater  Susan?E.?Walden 《Journal of Science Education and Technology》2013,22(3):287-299

Two studies were conducted to examine content knowledge changes following 2 weeks of professional development that included scientific research with university scientists. Engaging teachers in scientific research is considered to be an effective way of encouraging knowledge of both inquiry pedagogy and content knowledge. We used concept maps with two cohorts of teachers to assess changes in science teacher knowledge. In study 1, 34 teachers developed pre- and post-concept maps in one of the nine different content areas. A repeated measures analysis of six quantitative scores showed statistically significant increases in knowledge representation. Quantitative and qualitative scoring methods indicate that concept maps are effective for assessing teacher knowledge gains from professional development. Study 2 replicated the results with 24 teachers and provided further information about how knowledge changes.  相似文献   

Skills for Children Entering Kindergarten     

Gerald Tindal  P. Shawn Irvin  Joseph F. T. Nese  Steve Slater 《Educational Assessment》2013,18(4):297-319

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